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Teacher Quality: A Report on The Preparation and Qualifications of Public School Teachers
NCES: 1999080
January 1999

List of Figures

  • Figure E: Percent of full-time public school teachers who participated in professionaldevelopment activities in the last 12 months indicating the extent to which theybelieve the activity improved their teaching a lot: 1998

  • Figure 1: Percent of full-time public school teachers who hold a master’s degree, by selectedschool and teacher characteristics: 1998

  • Figure 2: Percent of full-time public school teachers who hold a master’s degree, by selectedschool and teacher characteristics: 1993-94

  • Figure 3: Percent of full-time public school teachers in general elementary classrooms anddepartmentalized settings with a regular or standard state certificate or advancedprofessional certificate, by teaching experience: 1998

  • Figure 4: Percent of full-time public school teachers in general elementary classrooms anddepartmentalized settings with a regular or standard state certificate or advancedprofessional certificate, by teaching experience: 1993-94

  • Figure 5: Percent of full-time public school teachers who participated in professionaldevelopment activities in the last 12 months that focused on various topics: 1998

  • Figure 6: Percent of full-time public school teachers who participated in professionaldevelopment activities since the end of the last school year that focused on varioustopics: 1993-94

  • Figure 7: Percent of full-time public school teachers who participated in professional development activities in the last 12 months that addressed the needs of students with limited English proficiency or from diverse cultural backgrounds, by percentminority enrollment in the school: 1998

  • Figure 8: Percent of full-time public school teachers who participated in professional development activities in the last 12 months that addressed the needs of students with limited English proficiency or from diverse cultural backgrounds, by region: 1998

  • Figure 9: Percent of full-time public school teachers who participated in various activitiesrelated to teaching in the last 12 months: 1998

  • Figure 10: Percent of full-time public school teachers who participated in mentoring activities inthe last 12 months, by teaching experience: 1998

  • Figure 11: Percent of full-time public school teachers indicating the extent to which beingmentored improved their classroom teaching, by teaching experience: 1998

  • Figure 12: Percent of full-time public school teachers who participated in a formal inductionprogram when they first began teaching, by teaching experience: 1998

  • Figure 13: Percent of full-time public school teachers who participated in a formal inductionprogram during their first year of teaching, by teaching experience: 1993-94

  • Figure 14: Percent of full-time public school teachers indicating the length of the formalinduction program in which they participated when they first began teaching: 1998

  • Figure 15: Percent of full-time public school teachers agreeing or disagreeing with selectedstatements about parent and school support for teachers: 1998

  • Figure 16: Percent of full-time public school teachers agreeing or disagreeing with selectedstatements about parent and school support for teachers: 1993-94

  • Figure 17: Percent of full-time public school teachers who strongly agreed with selectedstatements about parent and school support for teachers, by school instructional level: 1998

  • Figure 18: Percent of full-time public school teachers who strongly agreed with selectedstatements about parent and school support for teachers, by school instructional level: 1993-94

  • Figure 19: Percent of full-time public school teachers who strongly agreed with selectedstatements about parent and school support for teachers, by teaching experience: 1998

  • Figure 20: Percent of full-time public school teachers who strongly agreed with selectedstatements about parent and school support for teachers, by teaching experience: 1993-94

  • Figure 21: Percent of full-time public school teachers agreeing or disagreeing that parentssupport them in their efforts to educate their children, by percent of students inschool eligible for free or reduced-price school lunch: 1998

  • Figure 22: Percent of full-time public school teachers agreeing or disagreeing that they receive agreat deal of support from parents for the work they do, by percent of students inschool eligible for free or reduced-price school lunch: 1993-94

  • Figure 23: Percent of full-time public school teachers indicating they feel very well or moderately well prepared to address the needs of students with limited English proficiency or from diverse cultural backgrounds, by percent minority enrollment in the school: 1998

  • Figure 24: Percent of full-time public school teachers indicating they feel very well prepared to do various classroom activities, by whether they participated in professional development activities in the last 12 months that focused on these content areas: 1998

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